Whether it be increased scrutiny and regulation, finding creative solutions to the advancements of AI technologies, or delivering high quality academic programmes which are sustainable in content and design, the higher education sector is becoming increasingly challenging for those working and studying with in it.
At our University of Suffolk Learning and Teaching Conference 2024, we will be considering these challenges in relation to our apprenticeship and degree provision. We will be exploring “How can we do what we do, better?”
Join us for a keynote, student panel, workshops, research presentations, lightning talks and posters to explore:
Finally we will end the conference with a networking reception where you can meet and discuss the topics from the day with colleagues over drinks and nibbles.
You can register for the conference here (please note this is only for University of Suffolk members of staff and partner staff).
A summary programme for the day will be available to download soon. Below you will find details of the sessions running across the day.
| Main Sessions | |
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09:00-10:15 WLT1 |
Welcome & Keynote Embedding sustainability across the learning experience in higher education Professor Tristan McCowan, Professor of International Education, University College London Sustainability is of central relevance to all dimensions of higher education. No areas of professional activity can now ignore the environmental and social challenges facing humanity, and graduate attributes must include the understanding, skills and commitments to engage constructively in addressing them. Yet despite some significant improvements, universities still provide uneven learning opportunities in this area. This keynote presentation presents a critical reflection on the learning of sustainability in higher education, drawing on a curriculum topography approach. This approach looks to maximise diversity of experiences of learning not only within the classroom, but more broadly on campus and in the community, involving self-directed and peer learning as well as formal teaching. The presentation will also consider ways in which engagement with sustainability can enrich the general learning experience, through reflection on fundamental aspects of human existence, connections between theory and practice, experiential learning and the development of student agency and criticality. |
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13:30-14:30 WLT1 |
Student Panel Join us for a discussion with a panel of students. |
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16:00-16:30 WLT1 |
Reflections Panel At the end of the day we will come together to reflect on learnings and knowledge from the day and discuss future directions for learning & teaching at the University of Suffolk.
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| Session 1: Workshops 10:30-11:30 | |
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Workshop 1A W115 |
Embedding employability, technology, and student belonging into your modulesDr Reilly Willis, Senior Lecturer, Law, Social Science & Humanities Darrin Steward, Employability and Careers Consultant, Careers, Employability & Enterprise Alanna Plaats, Placement Consultant, Careers, Employability & Enterprise Hayden Jarrett, Data Analyst, Careers, Employability & Enterprise Kevin Wallace, Learning Designer, Centre for Excellence in Learning & Teaching Paulo Vieira Braga, Research Fellow, Centre for Excellence in Learning & Teaching Dr Carmen Ortiz-Granero, Academic Skills Advisor, Library & Learning Services This workshop will use the experience of a new L4 law module Ethics, Justice, and the Legal Profession to explore how we can embed employability, technology, and student belonging not just into the curriculum, but into the content and assessment of a module. Ethics, Justice, and the Legal Profession is a 40 credit module for first year law students which ran for the first time in the 23/24 academic year. This experience has given us first-hand knowledge of what worked well and where we could make improvements for the next academic year. The module was designed in partnership with the Careers, Employability, and Enterprise Team, the Centre for Excellence in Learning and Teaching, and the Law team. The module included employability work, VR headsets and BodySwap technology, using the recording studio and Interview 365, as well as co-production of three full learning sessions, among other innovative aspects of reading and assessment. This workshop will begin by sharing our experience in designing this new and innovative module, how it actually ran, and the results. We hope to have some of the students participate as well to share their perspective and experience. Bring along some ideas of a module which needs a ‘refresh’ and we will workshop through ‘stations’ how each of the different aspects could be used in your module redesign. |
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Workshop 1B W116 |
Reflections on Block and Blending Teaching: Findings and Practical SuggestionsDr Laura Reeves, Research Associate, Leadership and Management Academy, Technology, Business & Arts Dr Ross Kemble, Associate Director, Leadership and Management Academy, Technology, Business & Arts Over the past 4 months we have been collecting data as part of a pilot study where we sought to find out how block and blend teaching impacts on students who are from ethnic minority backgrounds and studying on an LMA Postgraduate Course. Preliminary findings show that 100% of the participants who took part in the study like and/or prefer block and blend teaching compared to traditional modes of teaching. Our workshop will share our findings to offer a rationale to why participants like the block and blend teaching and learning method. We will be able offer practical recommendations from the students on how block and blend teaching and learning benefits (and in some cases hinders) them. The aim is to provide attendees insight into how they may be able to adapt and improve their teaching approach to block and blend at the University of Suffolk. We anticipate that we will be presenting for approximately 10-15 minutes, and then the workshop will be organised into reflective group discussion and feedback discussion. |
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Workshop 1C W119 |
Designing curriculum fit for the futureMarkus Copping, Head of Quality Enhancement and TEF, Directorate of Learning and Teaching Universities find themselves under increasing pressure to demonstrate how well curriculum connects to the “real world”, with reputation not only influenced by the quantification of how courses translate into graduate level employment, but social perceptions of the ‘readiness’ of graduates to meet the needs of employers. Thus, the ‘looping debate’ rages on, with somewhat gloomy perspectives upon the impact of HE courses and alarming predictions of the future employability landscape consistent highlights of sector supplements and social media feeds. Interestingly, reform to pre-HE qualifications in the UK has seemingly been driven by the need to distinguish career pathways based upon anticipated employer needs. The term ‘futureproofing’ curriculum has emerged, but questions remain as to whether this is fully attainable given the pace and unpredictable nature of change and innovation. Accordingly, perhaps rather than simply trying to extend the ‘sell-by-date’ of HE courses, the sector focus needs to shift towards how we support the development of ‘future-ready-students’. Universities, are no strangers to change, and often pro-actively engage with employers and scan the market demand to develop a sustainable course portfolio, but could we do more to prepare students through curriculum design to ensure our students leave us with the knowledge, attributes, and skills to thrive in the workplace, 3, 10, or 15 years’ from now? In this workshop, we will reflect upon sustainable practices for designing curriculum fit for the future, with opportunities to deliberate with colleagues how we can support the development of ‘future-ready-students’. |
| Session 2: Presentations & Lightning Talks 11:45-12:45 | |
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Presentation 2A W115 |
Enrolment to Employment: Equipped, Empowered, and Enabled – (Supporting nursing and midwifery students with a lived experience of a disabling condition to develop skills and strategies for transition into high skilled employment.)Dr Chris Nightingale, Associate Professor of Nursing, Nursing Midwifery and Public Health. The purpose of this project was to identify factors that might improve practice placement experiences of disabled nursing and midwifery (N&M) students and explore ways to increase their agency in negotiating reasonable adjustments. However, the outcomes should have universal applicability and transferability to all courses with vocational work experiences. This session will report on two action research cycles, January to June 2024, which reviewed:
and explore emerging findings on:
At a time when fewer individuals are applying for nurse training courses, it is imperative that every effort is needed to retain existing trainees and encourage those who may be cautious about applying because of concerns of discrimination against disabled people in health care settings. This research is a reminder of best practice in supporting disabled students achieve registered nurse status and offers a strategy for empowering and enabling disabled students to be successful in the practice placement settings.
AI in Education: Exploring Opportunities and ChallengesChris Janes, Head of Technology, Technology, Business & Arts Artificial Intelligence (AI) is bringing significant change to education, bringing new possibilities and some unique obstacles. In this presentation, we'll take a closer look at how AI is shaping the future of education. We'll start by breaking down the basic concepts of AI and then look at how it's being used in things like personalized learning, smart tutoring systems, data analysis, and even creating educational content. But, as with any big change, there are some challenges to tackle along the way. We'll talk about the ethical concerns, like bias and privacy issues, as well as the digital divide and making sure teachers have the proper training to use AI effectively in the classroom. Looking ahead, we'll explore the newest trends and ways we can work together to keep pushing the boundaries of AI to make teaching and learning better than ever. |
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Presentation 2B W116 |
Students with mental health conditions in block and blend: A case study mixed-methods investigation of trends, facilitators, and barriers to continuationKatie Tyrrell, Research and Evaluation Fellow, Directorate of Learning and Teaching Paulo Vieira Braga, Research Fellow, Directorate of Learning and Teaching Research highlights the importance of considering the role of assessment upon student wellbeing (Jones et al, 2021), in addition to curriculum design (Upsher et al, 2023). However, the role of university modes of teaching delivery upon student mental health is scarce. Previous research conducted at the University of Suffolk has highlighted that block and blend can have positive implications for students, providing enhanced accessibility via blended learning, structure via block delivery and increased opportunities for social interaction (Buck & Tyrrell, 2022). However, there are yet to be any empirical inquiries into the impact of block and blend upon specific student groups, such as those with a mental health condition, or who experience symptoms of mental ill-health. Utilising a mixed methods approach, this project analyses and compares reporting rates and continuation rates of students with a mental health condition across the sector and the university, alongside qualitative interviews with students living with a mental health condition. The aim of the research is to investigate the impact of block and blend learning and teaching delivery upon students with a mental health condition, with the potential to identify practical implications for institutional policy and practice. In this session, we will highlight our preliminary findings and reflections.
Dynamic student feedback at the core of module content developmentDr Marianna Stella, Senior Lecturer in Childhood and Education, School of Social Sciences and Humanities Sustainable education and learning involve ongoing, purposeful and responsive learning where learners continue to build on their skills and knowledge, while also reflecting on their preconceived ideas about the topics examined (Hays & Reinders, 2018; 2020). Participating in a dynamic feedback process about their learning experience can equip learners with essential transferable skills, especially when their feedback is followed up by specific actions from educators. This presentation will involve a range of examples from modules and taught sessions where students on undergraduate Childhood and Education courses played an active role in shaping the content and structure of their learning and teaching. Students’ voices were at the core of each module in the examples that will be mentioned, from sharing their expectations of what they wanted to learn to content and structure of sessions, and assessment support. This process empowered them to confidently share their thoughts and expectations, make suggestions for potential changes and build their critical thinking and independent learning skills. |
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Lightning Talks 3B W119 |
The same but better: Supporting health students in the development of advanced search skills Steph Gibson, Learning and Teaching Librarian, Library and Learning Services Anna Nunn, Learning and Teaching Librarian, Library and Learning Services
Transforming Learning Hubs into Sustainable Experiences Dr Adam Clayden, Senior Lecturer, Technology, Business & Arts
Co-designing Support with Global Majority Students Dr Carmen Ortiz Granero, Academic Skills Adviser, Library and Learning Services Graham Martindale, Learning and Teaching Librarian, Library and Learning Services
It only takes a minute…. Dr Fran Hyde, Associate Professor Marketing, Technology, Business & Arts
Co-Creating Learning Hubs – Policy Playbook Launch Omoboroji Rich, MA Childhood Studies Alumni, School of Social Sciences and Humanities Yara Pinhal, BA (Hons) Sociology student, School of Social Sciences and Humanities Dr Wendy Lecluyse, Associate Dean Learning and Teaching, School of Social Sciences and Humanities Dr Ivana Lessner Listiakova, Associate Professor, Head and Childhood and Education, School of Social Sciences and Humanities
Arts Degree show 2024. Did you know?.............. Lawrence Woolston, Technical Manager (Arts), Technology, Business & Arts |
| Session 3: Workshops 14:45-15:45 | |
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Workshop 3A W115 |
Designing AI-resilient, authentic assessments Wendy Lecluyse, Associate Dean L,T&SE, Social Sciences and Humanities Reilly Willis, Senior Lecturer in Law, Social Sciences and Humanities Kevin Wallace, Learning Designer, Centre for Excellence in Learning & Teaching Tracy Fiddy, Senior Lecturer in Adult Nursing, Nursing, Midwifery and Public Health Steven Harris, Associate Professor in Computing, Technology, Business and Arts William Card, Lecturer in Architecture, Technology, Business and Arts Gavin Devereux, Associate Professor, School of Allied Health Sciences This workshop will introduce the work of the Assessment Task & Finish Group to participants. The group has been working around mapping the assessment practices within the University, learning about how to address the emergence of AI, and how to design AI-resilient assessments for block and blend. In this workshop, the group will present their key findings through an assessment matrix – measuring how we currently assess across the university discussing current assessment practices in light of AI. We will then share some examples of best practice from across the university in developing innovative and authentic assessments. We will also explore how current assessments can be tailored to increase AI-resilience. Bring along your laptop, some current assessments and let’s have a play! |
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Workshop 3B W116 |
Whose Reading List is it Anyway? Best practice, ownership and decolonisation of your reading and resource listsRebecca Knights, Learning & Teaching Librarian, Library & Learning Services Graham Martindale, Learning & Teaching Librarian, Library & Learning Services In this workshop, participants will be introduced to recommended best practices based on current research into the development, implementation and use of academic reading and resource lists (RRLs) at leading UK and international HEIs. They will explore many different ways of supporting and encouraging students to use RRLs such as time- and theme-based scaffolding, annotations, ‘customer reviews’ and rating systems, gamification, formative assessment, and various forms of co-creation. Participants will be enabled to develop an immediately useful toolkit of techniques to apply to their own modules in order to enhance student learning. They will also be provided with the Library’s own perspective on the purposes, strengths and weaknesses of the RRL system currently in use at UOS, and will be encouraged to give feedback on their own experiences, thus having the opportunity to provide input to the further development of our RRL strategy. Additionally, participants will have the opportunity to apply a range of decolonisation toolkits adapted from other UK HEIs to their own and/or sample RRLs. This will empower them to consider, in tandem with their academic and professional peers, the degree to which available resources can be used to reflect a diverse and equitable range of viewpoints, experiences, and differing modalities of knowledge creation and dissemination. As well as enriching the participants own practice, this will further inform curriculum development and decolonisation at the university. |
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Workshop 3C W119 |
Using VR and the Bodyswaps simulation platform to enrich your curriculum / build student confidenceHayden Jarrett, CEE Data Analyst, Careers, Employability & Enterprise Vicki Doughty, Futures Manager, Careers, Employability & Enterprise This workshop will feedback on the results of a project the CEE Team has been involved in with Bodyswaps and Meta, which has sought feedback on the VR headsets and bodyswaps simulation platform from over 60 students across 8 courses. The workshop will introduce participants to the technology, through a presentation and casting of content, to allow a deeper understanding of what is possible. We will showcase the interview skills module, which is an excellent example of the use of AI. Participants will also get the opportunity to try the headsets or access the platform through their phones or tablets. By the end of the workshop, all participants will be aware of the breadth of the modules available through the Bodyswaps platform and have ideas about how they could embed into their teaching or PAC sessions. |